Henry Ford is fortunate to have multiple Resource Teachers on site. A Resource Teacher is a highly qualified, experienced teacher with specialized training. Below is a brief description from each Resource Teacher about their specific roles and responsiblities:
Michelle Beauchmin
As an ELD resource teacher, I provide direct English instruction to second language learners (K-5) in small groups. While I may not see all students in this setting, it does allow teachers across grade levels to create classes specific to a learning goal. All groups are re-evaluated every six weeks to monitor progress and assure all students are in a learning group appropriate to continued growth. In addition, I support students in their classroom as well as support teachers with implementing tools, ideas and strategies that can improve learning for second language learners. My goal for my students is to ensure future success is not limited due to language barriers.
Jennifer Wenzel
I have been a Redwood City School teacher for 15 years. This year, I provide math support to students in kindergarten through fifth grade who are in need of intervention or small group support. In my math classroom, that I nicknamed "MATHLAND", students have access to a multitude of manipulatives. We engage in math talks, play math games with a specific learning objective, count collections, learn to think flexibly about math, sing songs, learn multiple ways to solve problems, and more. I also have one reading group where I use a program called Sound Partners to help foster phonemic awareness.
Ella Morris
I am a retired classroom teacher who has taught grade one through five. I work three days a week at Henry Ford to provide reading intervention. I also assist teachers with one on one reading assessments to determine what type of support is needed. I mainly work with 3rd, 4th and 5th grade students. I pull small groups and work with them on reading, word structure, sight words and tricky words. With these leveled groups, we also work on recall and summarizing what we have read as well as authors intent. I use the Fountans & Pinnell Literacy program which is research based and has leveled readers designed to move students to grade level.
Christine Terborgh
I am a retired teacher who specializes in reading intervention. I collaborate with the classroom teachers to give supplementary reading instruction in small groups, meeting 30 minutes/day for 3-4 days a week.The instruction I provide is based on assessments and adapted to the needs of the students. Depending on a child’s needs, the instruction might include learning letters sounds, phoneme clusters, sight words, comprehension skills, fluency practice, and writing skills. The goals are for students to love reading, learn to be problem-solvers and independent
readers.
Catherine Campbell
As a Reading Resource Teacher my role is to provide reading support to students. I meet small groups daily for 30 minutes during their Language Arts block. My primary responsibility is intervention but I also provide enrichment as well as writing support during these times as well as having groups during WIN. We reassess students every 6-8 weeks and new groups are formed based on needs. Throughout the year I will work with many students which also allows classroom teachers to focus on different groups within the classroom.
Peggy Yang
As an MTSS Coordinator, I organize and oversee the use of data, procedures, protocols and services to support our students, families and staff. This includes our student referral process, facilitating meetings, monitoring student progress, providing outreach to families and working with small groups of students on academics, attendance and behavior.
